Hinchliffe Mill Junior and Infant School

Inspection Report Hinchliffe Mill Junior and Infant School

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107658 Unique Reference Number Kirklees Local Authority 287882 Inspection number 31 January 2007 Inspection date Roger Gill Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Waterside Lane School address Primary Type of school Holmbridge, Holmfirth Community School category West Yorkshire HD9 2PF 5 °11 Age range of pupils 01484 222476 Telephone number Mixed Gender of pupils 01484 222476 Fax number 102 Number on roll (school) Mrs Angie Rumney Chair The governing body Appropriate authority Mrs L Noble Headteacher 8 May 2001 Date of previous school inspection

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Inspection number Inspection date Age group 287882 31 January 2007 5 °11 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by one Additional Inspector.

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Description of the school

This small school is situated in a relatively advantaged semi-rural area, but it admits children from a wide social spectrum. Therefore, it contains an average mix of children overall. The vast majority of them are from White British families; a very few are from minority ethnic groups. Children with learning difficulties and/or disabilities are broadly typical in number. The headteacher and assistant headteacher have been appointed since the last inspection in 2001. Moreover, since then, the school's accommodation has been transformed internally and externally. The school possesses a variety of awards including Investor in People, Basic Skills Quality Mark, Healthy Schools, ActiveMark and the Football Charter Mark.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007

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Grade: 1

'I think this is a wonderful school and I couldn't imagine a better start for my child.' This is how one parent describes Hinchliffe Mill. The vast majority of parents and children hold similar views. This is an outstanding school that has a powerful influence over academic performance and children as people. Achievement by the end of Year 6 is exemplary. Standards by the time pupils leave are consistently above average and sometimes exceptionally high as was the case in 2006. Results in English and mathematics were way above the national average. Children make swift progress in Reception from a typically average starting point. Progress was slower in 2001 at the time of the last inspection. Then the accommodation and curriculum in Reception restricted children's opportunities for educational play. These matters have been resolved extremely well and now children shoot ahead. So much so that standards have improved well in Year 2. They are consistently above average

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Grade: 1

and sometimes exceptionally high as in 2006. Children were nearly a year above the expected level for their age in writing, which was a remarkable feat. This was the result of very skilful teaching that helped children produce accurate, thoughtful and imaginative pieces. Standards in Year 2 are maintained well by the end of Year 6, despite the significant movement of children in and out of school, which occurs in some years. The radical improvement of the school's accommodation, in recent years, provided a springboard for the outstanding teaching, first-rate curriculum and higher standards, which are now apparent. For example, the well equipped new room for computers has enabled children to make up for lost ground in their knowledge and skills. Standards in information and communication technology have improved rapidly and are already above average. However, it is the drive and determination of the headteacher which

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Grade: 1

really lie behind the school's current successes. Excellent leadership from the top has utilised the accommodation very well, inspired staff in their teaching and developed their own capacity to lead. Moreover, the school's links within the community and further afield provided a wonderful resource for its accomplishments. The entire team, expertly led, has created a superb climate of care and support, which has resulted in outstanding personal development among children. They feel very closely involved in the school's decision making process. When asked how the school might be developed further, they look amazed. This is because, as they said, 'All our ideas are taken on board, except the one about a swimming pool in the playground!' The school's family culture is a major asset. This is evident in assemblies, for example. Children contribute to the discussions with such assurance because the atmosphere

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Grade: 1

is so encouraging. Younger ones share ideas easily with older children owing to the trust and respect that exists between them. Throughout the school, children are confident and clearly enjoy everything on offer. They all feel safe and appreciate the lengths to which the school goes to keep them fit and healthy. Playtimes are social events with a plethora of equipment to keep them active. There is a system of forum groups, in which about ten children of all ages meet regularly with an adult. They 2 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007 discuss points of topical interest or concern. This adds a robust structure to the schools' underlying feeling of community. The school's self-evaluation has an excellent effect on future plans and their fulfilment. However, the school is too self-critical to be complacent about its strengths. Everyone knows, correctly, that there is always something more to do. For example, children are

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Grade: 1

very well informed about their targets for learning, but not involved enough yet in discussing how well they succeed in them. Nevertheless, what has been accomplished to date is outstanding. The progress made from 2001 is first-rate, as is the capacity to progress even further. In relation to the costs involved and the standards achieved, value for money is excellent.

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What the school should do to improve further

Devise and implement methods that appeal to children, which would help them to evaluate their own progress in lessons and over time.

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Grade: 1

Outstanding achievement is present throughout the school. The broadly average start in Reception is often characterised by better levels in personal development than in the early stages of reading, writing and arithmetic. This makes the eventual progress pupils make in English and mathematics even more impressive. The children who possess a learning difficulty and/or disability make similar progress to the rest because the teaching and additional support they receive is so effective. For example, the small group with behavioural difficulties benefit greatly from the coordinated assistance they are offered. Equally, higher attainers do very well. In 2006, for example, over 80% of children in Year 6 reached the higher level for their age. Four years earlier, in Year 2, only about a third was in a similar position. Beyond English, mathematics and science, children do particularly well in ICT and physical education owing to improved resources

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Grade: 1

What parents describe as a 'wonderful ethos' within the school results in superb behaviour and attitudes from the vast majority of children. Spiritual, moral, social and cultural development is outstanding. This is because lessons and assemblies often contain the 'wow factor', children are very aware of what constitutes correct behaviour, and the curriculum introduces them to a wide variety of cultural issues. Children are most confident because they are frequently asked to contribute to school life and join groups to receive an extra boost if they lack self-esteem. Older children feel proud to run the healthy tuck shop. Everyone patronises it because it keeps them healthy. They all feel loyal to it because the idea came from them in the first place. The friendship 3 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007 bench symbolises their flourishing personal development. The fact that it is used

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Grade: 1

infrequently shows, as one child said, 'how friendly we all are together'.

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Grade: 1

Children declare that learning is fun. Teaching guarantees enjoyment because lessons are so well prepared and presented. Teachers are crystal clear about the purpose of lessons, but also what various groups of children will do. All children are catered for as individuals. Discussion, often at quite a high level, forms the backbone of many lessons. This is because children have practised the art of debate in philosophy lessons produced for the primary age group. So, Year 3 and 4 children discussed in some depth the idea that our knowledge of Queen Boudicca is largely influenced by Roman historians who possessed a particular bias. Children's work is assessed in an exact and thorough way. Learning in English, mathematics and science develops quickly because teachers use information from assessment exceedingly well to plan new work and set ambitious targets for children to reach. Targets for personal development run alongside

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Grade: 1

The very appealing curriculum has a formidable influence on children's academic learning and a remarkable one on their personal development. The influence of the Basic Skills Quality Mark results in very well designed tasks in lessons. Children love the chance to learn French as part of the timetable, but also speak enthusiastically about clubs for yoga, music and gardening. Physical education is a strong feature of the curriculum owing to the effect of the local Sports Partnership. There are also valuable club activities for recorders and choir, which are greatly enjoyed. The way in which children are encouraged to work so well together in groups, learn valuable lessons about health and safety and participate in running the school equips them wonderfully for their next school and the world of work. Philosophy lessons add depth to the provision as does the school's involvement in community activities such as

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Grade: 1

drama, art and sharing memories with older citizens.

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Grade: 1

This exemplary aspect has a marked influence on children's personal development. Very productive links with local playgroups and child minders means that children receive high quality after-school care. This work has gained the school national recognition. Child protection arrangements and risk assessment procedures are in place and working well. Support for healthy living is very well established, not least because governors have introduced an annual 'big breakfast', which reinforces the message 4 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007 about sensible eating. Moreover, 60% of the food served in the school kitchen is sourced locally. Parents are involved very closely in children's learning. There is also a marvellous programme of induction and preparation for next stages. For example, the bridge between Reception and Year 1 is very effective. Local expertise is harnessed

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Grade: 1

tremendously well for any child with a difficulty. Throughout the school, children receive good guidance about their targets, but lack time to discuss how well they are doing in them.

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Grade: 1

Outstanding leadership and management have created a school in which children, staff and governors feel part of a large team. The energy behind the developments in recent years flows from the headteacher. However, each member of the team has played a crucial role. The new assistant headteacher, for example, provides a model of outstanding practice in the classroom and is fast gaining a valuable overview of the school. Governance is good. Governors fulfil their duties well by being very closely involved in everything that goes on. Their programme of school evaluation is very well considered, but not yet complete. Nevertheless, the processes of monitoring and evaluation overall are first-class. The headteacher demonstrates expert skills in examining children's progress and the quality of teaching. This work, which is shared very well with other key staff, keeps teaching and learning up to the mark. Plans for

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Grade: 1

development are clear, simple and effective. 5 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007 .

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Grade: 1

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 1 The quality and standards in the Foundation Stage 1 The effectiveness of the school's self-evaluation 1 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

1 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 1 How well learners with learning difficulties and disabilities make progress

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The behaviour of learners 2 The attendance of learners 1 How well learners enjoy their education 1 The extent to which learners adopt safe practices 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

1 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 7 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 8 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007

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Text from letter to pupils explaining the findings of the inspection

Thank you for your help when I inspected your school. I thoroughly enjoyed my visit because everyone was so friendly. You go to an outstanding school. I know that you are truly proud if it. These are some of the things that I found to be particularly impressive. I appreciate the way that all staff think of you as individuals when they plan lessons. I got the feeling that I was in a big family in which everybody mattered. Your headteacher is highly skilful at leading the school; it has changed a lot in the last few years when you think of the building, in particular. I loved the idea of the forums. The one to which I spoke provided me with some super examples to prove that yours is a fabulous school with great teachers. You all made me very welcome. The children that I sat with at lunchtime chatted away in a very friendly way. I learnt from them how important the rules, rewards and stickers are. I even got a sticker for eating every bit of my lunch.

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Text from letter to pupils explaining the findings of the inspection

I know everyone wants to do even better and I have suggested something that I think will help. Your headteacher needs to see that you all get a chance to talk about how your lessons have gone in relation to your WALTs, WILFs and personal targets. You cannot all speak everyday after every lesson. However, there will be a way to include you more in this work, since you are all so thoughtful in many other ways, for example, in the forums and in philosophy lessons. You can all help by thinking hard about how you are getting on with your targets. I know you can do it. 9 Inspection Report: Hinchliffe Mill Junior and Infant School, 31 January 2007

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